Teaching Strategies for Students in the Autistic Spectrum

Communicating to the Student

• Be concrete and specific. Avoid using vague terms like later, maybe, or “Why did you do that?”
• Avoid idioms, double meanings, and sarcasm.
• Use gestures, modeling, and demonstrations with verbalization.
• Specifically engage attention visually, verbally, or physically.
• Use picture cues to communicate when possible.

Structure the Environment and Class Routine

• If necessary for understanding, break tasks down into smaller steps.
• Provide accurate, prior information about change and expectations. Minimize transitions.
• Offer consistent daily routine.
• Avoid surprises, prepare thoroughly and in advance for special activities, altered schedules, or other changes, regardless of how minimal.
• Talk through stressful situations or remove the student from the stressful situation.
• Allow for a ‘safe space’ in the building for the student to retreat to when necessary.
• Reduce distractions and sensory overloads, including noise, vision, and smell.
• Provide a designated work area. This could be a place mat on a desk.
• Label areas for materials the student will access or store.
• Provide a visually coded organization system for materials and notebooks.
• Post checklists and reminder cards to keep student on task and organized.
• Let student go a little earlier or later than the bell. Halls are a source of difficulty.
• Teach use of timer or other visual cues to manage behavior (Wright, 2011).

Presentation of Material

• Use visuals in teaching and learning materials.
• Use graphic organizers, charts, diagrams, and computer video clips.

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